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1.
Research librarians often have a specialty in certain discipline, and many academic libraries thrive on this type of arrangement to support their researchers. But more often, new interdisciplinary programs are developed that require the expertise of more than one subject expert for support. In particular, students in a Master of Education in the Health Professions (MEHP) program have unique, complicated research challenges that can only be addressed with careful collaboration amongst multiple subject experts. However, this program and the library saw the need for additional expertise to support their students, and began a collaboration with the medical library, bringing a clinical informationist onto the library support team. Together, the education librarian, clinical informationist, and program faculty collaborate to provide excellent services to help students in their research throughout the program.  相似文献   

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3.
In response to the evolving needs of students and faculty, a small team of librarians rebuilt their library instruction program from the ground-up in 2020. The new approach consisted of three aspects: shifting introductory lessons to easily-accessible Canvas LMS modules, revamping LibGuides, and introducing a credit-bearing course. Together, they allowed librarians to move beyond traditional one-shot instruction, form deeper partnerships with faculty, and make the expertise of librarians more accessible. While the impetus for change was the onset of the COVID-19 pandemic, the new program laid the groundwork for rethinking traditional approaches to instruction and finding better ways to meet faculty and students at the point of need.  相似文献   

4.
Federal Regulations published in 1988 require colleges to demonstrate the difference they have made to students. The accrediting agencies such as the Middle States Association have combined frameworks for outcomes assessment with the long established requirement that college students demonstrate the ability to retrieve and use information. Hudson Valley Community College librarians work with the faculty in a liaison program to shape the collections, library use and student success. As faculty the librarians serve on college committees; at the state level the library subscribes to the SUNYLA student library competencies statement. All this is drawn on as librarians collaborate with faculty on college and departmental accreditation self study and visits. As the focus shifts from accreditation to assessment, librarians undertaking self-study must decide who will use the information and what library roles must be justified, Illustrations include an accreditation visit checklist, the Curriculum Committee LRC fact sheet and the SUNYLA Recommended Library Skills and Competencies for Graduates of Community Colleges.  相似文献   

5.
Abstract

This research was aimed at developing a university library management model that would support students’ learning. The research was conducted in three phases: 1) an investigation into the requirements of a university library service of instructors; 2) an investigation into the attitudes of librarians, libraries’ administrators, and university’s administrators toward the roles of library and policy concepts relating to university library management that promote students’ learning; and 3) the development of a university library management model for students’ learning support. A mixed research method was applied comprising qualitative and quantitative approaches. Data was collected using in-depth interviews and questionnaires. The findings have led to a proposal of a university library management model that supports student learning, which is comprised of five components: 1) management policy and system; 2) learning resources; 3) learning support services; 4) learning environments; and 5) the competency and roles of information professionals. It can be stated that studies into Thai university library implementation, strategic plans, and self-assessment reports under the quality assurance system showed that even though libraries have updated resources and services following changing situations in policies, technologies, and users’ needs, there is no clear indicator that Thai university libraries have any strategy for acquiring roles to support students’ learning with practical outcomes. Through reliable research work, this study into a model for university library management would result in a means of developing university libraries that truly supports university student learning based on information from instructors, library administrators, and librarians.  相似文献   

6.
ABSTRACT

The eCommunity feature of the course management software, Blackboard, is used by the librarians at Henderson Community College to determine student success with their information literacy program. Pre- and post-tests are used along with brief lessons on a variety of library and course-specific topics to create learning modules. Advantages of this new electronic information literacy tool include greater collaboration with faculty, immediate feedback for students, convenient access from remote locations, and compliance with accreditation guidelines. Progress is documented, and popularity of the eCommunity is increasing throughout the community and technical colleges of Kentucky.  相似文献   

7.
With the recent mass shift to an online environment in the university context and increases in course sizes, the need for online learning management system (LMS) content from departments, libraries, and writing services is at an all-time high. In particular, integrated course content is needed that addresses academic integrity and information literacy skills holistically.To ensure that a large number of first-year students would become aware of the resources and services available to them for research, writing, and academic integrity, a partnership between librarians, faculty, and writing support services has produced a series of scaffolded online learning opportunities for first-year undergraduate Chemistry students in their course LMS. The topics collaboratively identified to support students include: academic honesty and integrity, scientific writing, peer review, finding sources, reading academic chemistry articles, and citing using the American Chemical Society citation style.This column will describe and analyze the program development and implementation, make connections to resource development and promotion, and conclude with the limitations and next steps for growth. The developed materials have evolved over the years, and it is hoped that by sharing our experiences, others can see opportunities for online course content development through academic library partnerships.  相似文献   

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9.
To design a new distance education course with an emphasis on student group work, a collaborative effort among the University of Missouri St. Louis Libraries and faculty was established. The collaborative process resulted in a more individualized service experience for library users, and the problems of course construction, using the Blackboard course management system, were shared and solved with new efficiency. The goals of the institution and individuals involved were initially successful and have expanded into a larger effort of developing new resources and collaborative efforts throughout the campus. New methods, new technologies, and new roles and responsibilities for faculty and librarians are described. As librarians assume online “course librarian” positions, significant responsibilities can be shifted to their support, and new resources can be made available to students with considerable ease—particularly via library electronic resources, databases, and electronic communication.  相似文献   

10.
Abstract

Health sciences libraries are expanding services that use online technologies to support teaching, research, and clinical care needs. Saint Louis University's Health Sciences Center (SLU HSC) Library has developed strong, user-centered, online services in interlibrary loan, bibliographic instruction, and electronic reserves. The authors present their successful experiences in using electronic technologies to improve library services.

Journal articles are provided, often the same day as requested through interlibrary loan, and delivered in electronic format using OCLC's ILLiad program. First-year SLU medical students now complete a self-paced, all online, Health Information Resources course that targets the most relevant biomedical resources, reduces student study time, and is viewed as a model for the entire curriculum. ERes, the electronic reserves program, allows faculty to provide course materials that are accessible at the convenience of students 24 hours a day. These online programs are examples of using electronic technologies to better support user needs for excellent library services.  相似文献   

11.
ABSTRACT

Saint Leo University faculty provide instruction at SCE sites located on eight community college campuses and three military bases in the Florida region. This article will examine ways in which the Distance Learning/Reference (DL/Ref) librarian facilitates off-campus student access to both the university library's online and print resources and to library resources at nearby supporting, or “proximal,” libraries for students who are too far from the University Campus to use anything except the Ask-a-Librarian, 1–800 reference, and Interlibrary Loan services. These students must rely on proximal libraries, which include large public library systems, library consortia, community college libraries, and military base libraries, for access to print resources as well as Internet access to the university's online content. Providing library access services for such a large, disparate group requires the additional combined efforts of administrators, other faculty librarians, and supporting libraries.  相似文献   

12.
《The Reference Librarian》2013,54(51-52):171-180
Increasing numbers of students seeking a college education choose to study close to home, utilizing satellite sites of distant educational institutions. They may never travel to the parent campus and never use the parent campus library. However, they require library services and need instruction in library use. The problem is: who will provide these services and where? This article focuses on the experiences of Genesee Community College (New York) students who receive their bibliographic instruction in the library of a near-by four-year college, the State University of New York (SUNY) College at Geneseo. Cooperation between librarians at both institutions ensures that the off-campus bibliographic instruction (BI) is consistent with the BI offered on the main campus. Communication between involved faculty and librarians assures BI sessions directly related to course work. The end result is more confident students with better library skills.  相似文献   

13.
This article addresses the development of electronic reserves within academic libraries. Libraries have been offering electronic reserve services on separate platforms since the 1990s (Austin, 2013). However, since the integration of campus-wide content management systems (CMSs), the need for a library reserves platform that is independent from an institution's CMS has decreased, and independent e-reserves systems have potentially become obsolete (Maddison & Kumaran, 2017). This article presents the steps taken between 2015 and 2017 by the O'Malley Library to streamline the electronic reserves services so that they are accessible through the college's CMS, Moodle. Through careful study, the library decided to eliminate electronic reserves services in the future. This will be replaced with encouraging faculty to add the course content traditionally placed on electronic reserves in Moodle while librarians provide guidance in avenues such as copyright and Fair Use.  相似文献   

14.
As subject and distance learning librarians, we have a special interest in supporting our faculty and their needs as they explore alternative and more affordable textbook options for their students. In an increasingly digital environment, there are a wealth of resources available at little or no cost to students. Unfortunately, finding these resources can be challenging and time consuming for faculty. This is where librarians step in. Through careful planning and collaboration with faculty, we can help transition course reading to online and open resources. Librarians can assist in this process by helping faculty identify appropriate resources, helping integrate resources into online learning environments, and providing support for student access to materials. This paper will describe this process from start to finish, utilizing our experience supporting a faculty member with an Ethnobotany course textbook as it was transitioned to an online textbook option.  相似文献   

15.
Abstract

In 2001, Texas Tech University Library surveyed faculty who taught distance learning courses. This article reports the findings of the survey. Implicit in the article is the belief that a clear understanding of the needs and expectations of faculty serves as a foundation on which librarians can build a solid program of support for distance learners. This clear understanding may also serve as the basis for better strategies to educate faculty on how librarians can help improve distance learning courses. Unfortunately, what faculty think about library support for distance learning courses is not always clearly understood. To a significant extent, this limited understanding is due to the dearth of information in the professional literature on the subject. More surveys need to be completed and the results published so that distance learning librarians can better understand faculty and better inform them, optimizing support for distance learners.  相似文献   

16.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.  相似文献   

17.
Abstract

High-impact practices (HIPs) have been adopted on college campuses to enhance student learning. The academic library provides services and space contributing to learning at its institution. Librarians conduct space research to learn how the library building can better serve its users. Library space assessment is one way for librarians to engage with faculty and students to create an HIP in the library. This article is a case study of a collaboration between a librarian and a sociology professor to design an observational study. It demonstrates how librarians can contribute to HIPs at their institution by involving students in meaningful research.  相似文献   

18.
ABSTRACT

Having launched a pilot program of embedding librarians in faculty Blackboard courses, a team of university regional campus librarians reviewed their library services to faculty teaching online, off-campus, and traditional courses, and returned for Round 2. Just as the library services offered in this collaborative effort were taking off, conditions worsened. A storm of staff reductions, budget cuts, and administrative reorganization hit. Despite the climate of uncertainty and challenges, the embedded librarians persevered as they are convinced of the value of collaborating with faculty in Blackboard as active academic research consultants to further students’ information literacy skills. Project Information Literacy's findings validate this strategic solution. Consequently, the embedded librarians assessed users and implemented sustaining practices to the program to maximize its impact. Moving in the right direction is essential and doable, no matter the difficulties.  相似文献   

19.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.  相似文献   

20.
As more students, faculty, and staff from traditionally underrepresented groups enter universities and colleges, academic libraries must find ways to reach out to these groups in order to better meet their unique educational needs. In this article, librarians from two large public universities describe how they used data about their communities to determine which underserved groups might need additional outreach, and then marketed library tools and services to student veterans, students with disabilities, and lesbian, gay, bisexual, and transgender (LGBT) students.  相似文献   

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