Faculty-library collaboration:

Abstract

The aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian’s knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty.

Blended Learning in Higher Education: Implication and Strategies for Academic Library Support

“…The importance of the teacher to student and that of student to student collaborations during learning shows that online learning only is unlikely to be most effective teaching and learning scheme. [17] Explained students of high opinions of group learning practice and perceive high social presence. Emotional support neglected is an important factor that can help student's sense of distance in technology environment of learning to reduce.…”

“…It is therefore recommended that the use of synchronous and asynchronous activities combined, in application of the styles and publicities to assure the quality of learning within the higher education. This factor relates to student's opinions of group learning, social existence, and satisfaction of their career [17,15] explained that in blended learning, the course design is to connect traditional and technological components meaningfully to ensure they flow from one medium to another, provided that student's do not diverse their paths via the course content.…”

Flexibility in Outreach

“…My internship scope was surveying students and faculty who primarily attended or taught classes on the Redmond, Prineville, or Madras campuses. The results highlighted the importance of faculty relationships as reflected in the literature (Cunningham & Lanning, 2002;Øvern, 2014;Thi Lan & Tuamsuk, 2018) since many classes on the auxiliary campuses are taught by part-time and adjunct faculty who do not receive the same level of outreach to familiarize them with library resources and services, and because students frequently rely on faculty for guidance on where and how to search for information. Additionally, students reported that getting started with research was one of the most difficult skills and expressed that they would take advantage of a librarian who was available to answer assignment-specific questions (see Hostetler and DeSilva, 2016, for a full report of the survey findings).…”

Autopercepción como docentes de los bibliotecarios del grado universitario en enfermería en España

“…La literatura también nos ofrece ejemplos de colaboración de los bibliotecarios con los docentes (Brasley, 2008;Øvern, 2014;Mackey y Jacobson, 2005;Tiscareño y Cortes, 2014;Xu y Gil, 2017;Wishkoski, Lundstrom y Davis, 2018;Fundator y Maybee, 2019, p. 83) y escasamente información sobre el rol del bibliotecario integrado en la docencia universitaria. En este trabajo nos centraremos en la figura del bibliotecario docente universitario o el término utilizado en inglés academic teaching librarian; y más concretamente en el contexto de los estudios de Grado en Enfermería.…”