Modelling variables that contribute to faculty willingness to collaborate with librarians: The case AbstractThis article discusses key variables that shape the willingness of faculty to work with librarians in higher education establishments. We use the Librarian-Library/Faculty Relationship Model to highlight the variables which faculty members consider to be the most relevant in that relationship. The article begins with a discussion of the causes of tensions between faculty and librarians. This is followed by a descriptive and co-relational study of the ISCTE-IUL University Institute of Lisbon library. The study uses qualitative and quantitative methods, namely a focus group and a survey. There was a good fit between the Librarian-Library/Faculty Relationship Model and the data (CMIN/DF=4.067), and the model explained 58% of the dependent variable, namely faculty willingness to collaborate with librarians. Our final model confirmed the relationships proposed in our initial model, and allowed us to identify a range of new relationships, which may contribute to a deeper understanding of the dynamics of different socio-cultural processes (included as variables in the model) affecting the relationship between faculty and librarians, so as to what factors shape the willingness of faculty to collaborate with librarians. The model shows that 14% of the willingness of faculty to collaborate with librarians can be attributed to key attributes of faculty, namely gender, age, department, academic qualification, professional category, and the length of career.tual reference services, information mediators and valuators, symbolic analysts, knowledge managers, content editors, learning facilitators, trainers in information literacy and authors' rights, as well as relationship managers and promoters of cultural activities.This study was undertaken for two main reasons: first, because of changes in European and Portuguese higher education in particular; and second, because of the authors' experience of relations with faculty, of the under-use of information resources, and of the negative impact on teamwork of low levels of interaction between faculty and librarians. Various empirical studies have observed how relations between faculty and librarians are often problematic and even tense. In our view, both faculty and librarians are committed to the academic success of students; furthermore, both share a desire to ensure that students acquire the competences required by knowledge-based societies in which citizen participation is a duty and a right.In this context, this study focuses on a Portuguese University, the University Institute of Lisbon (ISCTE-IUL), and uses the Librarian-Library/Faculty Relationship Model (LLFRM) to engage in a statistical exploration of the perceptions that faculty have of relations with librarians in that context. The study identifies the key variables affecting the willingness of faculty to collaborate with librarians, and highlights the factors that faculty feel are most important for that relation...

Cómo citar este artículo/ Citation: Extremeño, A.; Amante, M. J.; da Costa, A. F. (2013 Resumen: La metodología en los procesos de enseñanza-aprendizaje en los Centros de Enseñanza Superior está experimentando unos cambios profundos que también los implica en la propia organización educativa. A ello hay que añadir que los avances tecnológicos e Internet han contribuido de forma decisiva a un aprendizaje más abierto e interactivo que obliga a los profesionales de la información a adoptar nuevos roles para hacer frente a los retos que se le presentan, así como a nuevos comportamientos para lograr los compromisos que se les demandan. Atendiendo a estas premisas y teniendo en cuenta sus implicaciones, el objetivo de este trabajo es definir el nuevo concepto de bibliotecario en los Centros de Enseñanza Superior.Palabras clave: Bibliotecarios universitarios; centros de enseñanza superior. Tth twenty-first century university: New ways of teaching, new types of librarianAbstract: The methodologies of teaching-learning in higher education centers are experiencing profound changes that also involve changes in the educational organization itself. Technological advances and the Internet have contributed decisively to a more open and interactive learning experience that requires information professionals to adopt new roles to meet the challenges, as well as new behaviors to achieve the commitments required of them. Based on these assumptions and considering their implications, the aim of this paper is to define the new concept of librarian in higher education centers.

producida y distribuida por el CINDOC, relativos a los registros sobre Ciencia Política. Se aplican indicadores de calidad para la evaluación del proceso de indización de los ténninos empleados en la descripción temática de la base de datos, así como indicadores fonnales con el fin de analizar la estructura de los registros bibliográficos e identificar el índice de errores contenidos en cada uno de los campos que componen dichos registros. Palabras clave: bases de datos bibliográficas; control de calidad; indicadores de calidad; indización; detección de errores.

Resumen: Los cambios que el proceso de Bolonia ha impuesto en la educación universitaria no sólo atañen a la docencia sino también a organismos incluidos dentro de la propia institución cuya aportación en el proceso enseñanza-aprendizaje es vital para cumplir los requisitos exigidos. Entre ellos, la biblioteca universitaria y sus responsables ocupan un lugar central que los obliga a replantearse sus cometidos profesionales y a adoptar una metodología de trabajo que ayude a la adquisición de las competencias y habilidades que actualmente la sociedad demanda. Un primer paso para delimitar el nuevo rol del bibliotecario universitario consiste en analizar las percepciones que los docentes tienen sobre ellos y, de esta manera, planificar la necesaria e imprescindible colaboración entre ambos colectivos.Palabras clave: Bibliotecas universitarias, relaciones bibliotecario-profesor, análisis bibliográfico. University librarians -Teaching staff. Convergent paths?Abstract