Faculty librarian partnership-in_information_age

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Presentation at UGC sponsored National seminar at Govt. PG College,Bhind.M.P.

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Faculty librarian partnership-in_information_age

  1. 1. Faculty-Librarianpar tnership ininfor mation a ge Sudesh Kumar Sood Sr. College Librarian(SG), Govt. P.G. College, Una (H.P.) & Sudhir Kumar Gupta Asstt. Librarian (SG), UHF, Nauni, Distt. Solan (H.P.)
  2. 2. AbstractThe era of the library as a quiet, orderly repository forscholarly knowledge is gone. It has morphed into a morecomprehensive institution, the "teaching library." In additionto tradition, many college librarians have become moreactive and involved in instruction. Librarians and teachingfaculty have many mutual goals and concerns.Unfortunately, not everyone has embraced the idea of theteaching library and faculty-librarian partnership. Faculty-librarian collaboration can yield many creative projects thatenhance instruction. Faculty-librarian collaboration is arelatively new educational trend but, with practice anddemonstrations of success, it will become tradition.
  3. 3. What professional on campus isavailable to students nearlyaround the clock ?The Librarian !!Library professionals serve as asupport system, providingassistance, encouragement, andinformal advisement to studentsLibrary is the custodian of variousresources that support learning,such as audiovisual labs andcollections, writing and studyskills centers, and specialcollections
  4. 4. What do collegelibrarians really do? Their traditional tasks includereference work such as answeringstudents questions and directingthem to resources, and collectionevaluation and development.These are importantresponsibilities, but the newest,and perhaps the most interestingrole is that of a liaison orspecialist who works withstudents and faculty from specificdepartments and schools.
  5. 5. Why is faculty-librariancollaborationworthwhile?Librarians and faculty have a great deal to offer studentsand each other, especially in this "Information Age." Tosucceed in college, students must be able to:1) work independently on computers, using electronicdatabases, online catalogues, and the Internet, as well asprint resources; 2) evaluate, analyze, and synthesize information; and3) understand issues of copyright, access, privacy, freespeech, and censorship.
  6. 6. OBSTACLES TO FACULTY USE OF THE LIBRARYnot everyone has embraced the idea of the teaching library andfaculty-librarian partnershipprofessors underestimate librarians and view them assubordinatesfaculty has simply never thought of how librarians could helpthem achieve course goals. Social factors also affectcollaborationprofessors and librarians have substantially differentprofessional cultureshost of personality variables to consider.
  7. 7. USE OF THE COLLEGELIBRARY AND LIBRARIAN INTEACHINGFaculty-librarian collaboration can yield many creativeprojects that enhance instructionmay be formal or informal, individual or institutional,ongoing or a "one shot" deal 
  8. 8. Start with thebasics
  9. 9. Think of Librarians as TeachersThink of Librariansas Teachers
  10. 10. Librarians AreIndispensable forIndependent ResearchProjects
  11. 11. Use Librarians to HelpStudents SelectResearch Topics 
  12. 12. Librarians as Consultants toStudents: Term Paper Clinicsand More
  13. 13. Assisting With GrantWriting Assignments
  14. 14. Librarians Can AssistWith Computer-BasedProjects
  15. 15. Librarians KnowContent Too: Booksand Beyond
  16. 16. COLLEGE-WIDE COLLABORATIVE TEACHINGEvaluate Your Work With Librarians Regularly: AreYour Students Learning What You Had Hoped? faculty-librarian collaboration should be evaluatedfrequently and revised as needed any evaluation is likely to strengthen the growing beliefthat students can benefit greatly from the collectiveexpertise of professors and librarianspotential is tremendous when requests, comments, andsuggestions flow freely between these professionals.Faculty-librarian collaboration is a relatively neweducational trend but, with practice and demonstrations ofsuccess, it will become tradition.
  17. 17. CONCLUSIONHigher education is presently subject to a period of substantialchange. The needs of the economy and workforce, together withthe broader educational role of the college, are leading to focus onlifelong learning as a tool for bringing together the apparentlydiverging needs of different groups. Within this broader context, theemphasis on lifelong learning and associated capabilities is leadingto opportunities’ for newer partnerships between faculty andlibrarians, partnership that brings the two groups together in waysthat are helpful to transform the experience of teaching andlearning. This paper has explored emerging partnership in diverseareas. Although they in the early phases of development and resultfrom a broad focus on the learning and information literacy needs ofthe students, as opposed to a narrow focus on using the library andits information resources. Taken together, and viewed from asystem-wide perspective, these partnerships reveal a complexdynamic, that is deserving of wider attention across the Indianeducation scenario and internationally.
  18. 18. REFERENCES Christensen, P. G. (1994). Using English department library liaisons in a term paper clinic:Reviving the scholar/librarian model.Research Strategies, 12, 196-208.Fister, B. (June 14, 2002). Fear of reference. The Chronicle of Higher Education, p. B 20.Hardesty, L. (1995). Faculty culture and bibliographic instruction: An exploratory analysis. LibraryTrends, 44, 339-367.Murry, Jr., J. W., McKee, E. C., & Hammons, J. O. (1997). Faculty and librarian collaboration: Theroad to information literacy for graduate students. Journal on Excellence in College Teaching, 8,107-121.Raspa, D., & Ward, D. (Eds.). (2000). The collaborative imperative: Librarians and faculty workingtogether in the information universe. Chicago: Association of College and Research LibrariesRoth, L. (1999). Educating the cut-and-paste generation. Library Journal, 124, 42-44.Scott, W. (2000). Engelond: A model for faculty-librarian collaboration in the informationage. Information Technology and Librarians, 19 (1), 34-41.Stamatopolos, A. (2000). An integrated approach to teaching research in a first-yearseminar. College Teaching, 48 (1), 33-35.Stein, L. L., & Lamb, J. M. (1998). Not just another BI: Faculty-librarian collaboration to guidestudents through the research process.Research Strategies, 16, 29-39.Stocker, R. L. Class experience on credibility ranking of information sources. Retrieved July 26,2002 from Indiana University-Purdue University Library Web site: http://www-lib.iupui.edu/itt/stocker.html.
  19. 19. Any Questions for me…??
  20. 20. Thank You!! धनयवाद6/13/11

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