共查询到20条相似文献，搜索用时 578 毫秒
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《Research Strategies》2001,18(3):215-225
Building a successful information literacy infrastructure begins by creating a foundation of strong faculty–librarian relationships in conjunction with faculty development programs. This paper chronicles the faculty–librarian collaboration at Towson University in the development and teaching of information literacy instruction. Findings from the faculty survey and information literacy instruction statistics indicate that this close collaboration yields a seamless blend of core subject information and information seeking/evaluation skills. 相似文献
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Peggy A. Pritchard 《图书馆管理杂志》2013,53(4):373-396
ABSTRACT Information literacy is essential for success in undergraduate science programs, but teaching faculty are generally ill-prepared or unwilling to provide intentional support in their courses. Librarians are uniquely qualified to help. In this article, the author presents one example of a faculty–librarian collaboration in which the science librarian is embedded in a first-year, undergraduate course in nanoscience, both as a codesigner of the curriculum and a member of the teaching team. She traces her progress from new appointee to faculty partner, and describes the unique, electronic-journal project they designed to promote the development of information and academic literacies. 相似文献
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Academic collaborations: Linking the role of the liaison/embedded librarian to teaching and learning
Alessia Zanin-Yost 《College & Undergraduate Libraries》2018,25(2):150-163
Building partnerships with faculty can be a challenging process for embedded librarians. After defining the essential role of an embedded librarian, this article chronicles the systematic process of how an embedded librarian built a partnership with a faculty member from the education department at a four-year institution. The collaborators created a two-year pilot program to integrate information literacy into a required undergraduate course. The article shares lessons learned about what worked and what did not as they moved through the planning, application, and assessment phases. Their collaboration offered the opportunity to make meaningful changes in the course based on what they learned from students about their anxieties regarding the research process. 相似文献
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Robert D. Montoya 《The Journal of Academic Librarianship》2017,43(3):216-223
In response to the increased construction of digital scholarship infrastructure in academic libraries this article articulates a new staffing model for the management of digital platforms in the academic library environment. Based on two cases, this article discusses the increased use of digital infrastructure in pedagogy by Library Special Collections at UCLA, and the workflow pressures these infrastructures created that challenge traditional staff roles. Digital infrastructures are then framed as types of boundary object, catering to multiple communities of practice. In order to tend to these boundary infrastructures, a new staffing model has been introduced—that of the boundary staff—whose primary purpose would be to support these hybrid infrastructures and more effectively integrate them into the general library environment. This approach to digital project collaboration can set the stage for more flexible and innovative digital instruction, building on the current skillsets of library staff to facilitate new modes of faculty and librarian partnerships. 相似文献
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The purpose of this research is to study co-authorship and scientific publications of faculty members at Shahed University, located in Iran, during the period of 2000 to 2008. Scientometrics methods were used to evaluate scientific publications. The rate of co-authorship is high (91.27%) in comparison with single authorship (8.73%). Moreover, there is a great number of scientific collaborations among Shahed University faculty members but international collaboration is low. The article provides insight into co-authorship at Shahed University and provides useful information for researchers who are seeking to learn about the collaboration in scientific works by Iranian researchers at the national and international levels. 相似文献
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Catherine T. Atwong Linda J. Heichman Taylor 《Journal of Business & Finance Librarianship》2013,18(4):433-448
This article reports on a successful case of collaboration between business librarians and faculty members in selecting, procuring, and servicing electronic databases in meeting academic objectives in one of the largest undergraduate business programs in the United States. Using a survey to measure students' self-reported knowledge before and after a training module developed and conducted by librarian and faculty, this study shows the extent of learning gain with respect to students' ability to locate, evaluate, and use effectively the required information. Comparing to the results of a control group of students without the training, the authors adjusted for learning gain due to other activities or measurement. The findings show significant perceived as well as objective learning gain as a result of concerted team efforts in training and teaching by the librarian and discipline faculty. 相似文献
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《The Reference Librarian》2013,54(89-90):121-138
SUMMARY This article discusses faculty-librarian collaboration to integrate technology in a course that focuses on teaching empirical research methodologies and library research skills to elementary and early childhood education graduate students. Vygotsky's theory, standards in teacher education, and information literacy standards form the conceptual framework that supports this collaboration. The purpose and procedures of this collaboration, as well as student, faculty, and librarian outcomes, are discussed. This present collaboration on bibliographic instruction and the use of Blackboard courseware is framed within the context of past history of collaboration and future plans to expand this collaboration. 相似文献
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Professional guidelines state that higher-order thinking skills are a desirable outcome of pharmacy education. In this context, courses in pharmaceutics at the University of Southern California are taught in a learner-centered manner that requires use of chemical reference sources and interpretation of physicochemical information for drug molecules. To facilitate these activities, a librarian worked with faculty to design a class on reference sources and primary literature. Students believed the librarian instruction was beneficial. After the intervention, faculty fielded fewer information-related questions and the librarian received more sophisticated questions. The class emphasizes the importance of collaboration between librarians and faculty in achieving these results. 相似文献
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Yoo-Seong Song 《Research Strategies》2005,20(4):311-321
This article presents a case study of the collaboration between the Business Career Services Office (BCSO) and the Business and Economics Library (BEL) at the University of Illinois at Urbana-Champaign. The collaboration with BCSO helped BEL to become a strategic partner to both the College of Business and to graduate Business students. A survey instrument used for program assessment demonstrated that library instruction helped students to realize the benefits of using library resources for their research and to feel confident in their research skills. This article suggests that instructional collaboration with student services can be a powerful tool to demonstrate the role of academic librarian as pedagogical partner, both to classroom faculty and to other campus constituencies. 相似文献
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David L. Arnold 《Publishing Research Quarterly》1993,9(2):42-54
The literature and most anecdotal evidence suggest that higher education faculty members hold writing college-level textbooks
in relatively low esteem as a scholarly activity. A structured inquiry conducted among tenured faculty and department chairs
which separated notions of scholarship from expectation of utility disclosed a surprisingly high regard for the scholarship
required in writing textbooks. However, the expectation of utility or reward is much lower, suggesting institutional and financial
pressures that act as major disincentives to textbook authorship. Both the regard for scholarship and the expectation of reward
were also shown to display disciplinary variations.
David L. Arnold is a proposal development officer in research administration at the University of Louisville. His research
interests include both scholarly publishing and continuing and adult education as a university activity. 相似文献
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《期刊图书馆员》2013,64(3):127-138
Will current pressure for faculty members to publish in order to achieve promotion and tenure affect authorship patterns in the library literature? A survey of articles in twelve library journals between 1973 and 1982 showed a steady increase in the percentage written by academic librarians. The range here was from 28 to 42 percent. The yearly distribution in each of the journals was documented for academic librarian authors and for the size of the library they represented. The productivity of these authors ranged from one to fourteen articles each. Seventy-eight percent of the librarians published only one article in this sample. The sample size of 357 libraries was divided into five classes ranging from smallest, with holdings of less than 100,000 volumes, to largest, with holdings of one million and more volumes. As might be expected, more authors came from the larger libraries and indications are that academic authors will continue to increase their share of authorship in general library journals. 相似文献
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This article describes the outcome of a collaboration between a faculty member and a librarian to integrate information literacy into a graduate counseling psychology program. This collaboration used discipline-based standards from a professional association (the Association of Counselor Education and Supervision, ACES) to provide instructional goals, rather than utilizing the more traditional Association of College and Research Libraries (ACRL) standards. The authors discuss how using the discipline standards allows for a richer, more authentic collaboration, especially in a graduate program geared toward students who are already working in their field. Ultimately, using discipline standards could be a more effective way to promote information literacy in graduate and professional programs. 相似文献
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Subject faculty sometimes limit information literacy when they ask a librarian for “the library talk.” On the librarian’s end, this unimaginative request translates into a traditional one-shot, often focused on point-and-click skills rather than building deeper competencies. The authors developed a collaboration rubric to liberate librarians from this deadlock. The rubric uses nine lenses to focus the librarian-instructor collaboration on relevant sub-categories that display various instruction modes. These lenses include assignment design, the timing of instruction, librarians’ visibility in virtual class spaces, and librarians’ involvement in assessment. The rubric also outlines levels of collaboration, from None to Minimal, Healthy, and Superlative. 相似文献
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Teresa Gray 《Public Services Quarterly》2020,16(2):139-145
AbstractThis article describes a 12-year collaboration between a special collections librarian and history faculty for an undergraduate history writing course at Vanderbilt University. Originally taught as a one-shot session, the final 9 years of the course embedded the class into Special Collections for 10 weeks of primary source research. This article describes the evolution of the course from a one-shot session to full embedding, the mechanics involved in managing the sessions in Special Collections, student support considerations, and tips for other librarians offering such sessions. 相似文献