Information consulting: The key to success in academic libraries

Abstract

Information consulting is essential to the success, lasting impact, and viability of academic libraries. Traditional liaison programs, while helpful, are too passive and lack impact. Topics such as the driving forces behind the need for information consulting, the implications of implementing a consulting program, and the elements of successful consulting are explored. The viability of academic libraries is increasingly at risk due to organizational developments, technological changes, the changing nature of information services, and the evolution of scholarly communication. These developments are forcing libraries to face the challenge of remaining viable and integral participants in research and educational processes at academic institutions. Academic libraries must continue to market and provide value-added services to increase their efficacy, visibility, and image on college campuses. In such a time of challenge and opportunity, academic librarians and libraries must be effectively integrated into the instructional and research fabric of colleges and universities. Information consulting with scholars facilitates the integration of libraries into critically important teaching, learning, and research processes.Information consulting is a dynamic, interactive process in which librarians are full partners with faculty and students, facilitating teaching and research. The information consultant cultivates active partnerships with students and scholars, collaborating on the design of meaningful learning experiences for students and providing relevant valueadded information. Key elements of information literacy and scholarly information are integrated into the consulting relationship. Delivering the right information to the right people at the right time underscores the value of librarians and libraries. To remain relevant, librarians must become effective consultants. By engaging scholars in an

Wrangling the Literature: Quietly Contributing to HDR Completions

“…Resource-intensive services are scrutinised for return on investment, whilst failure to provide relevant and effective researcher support may marginalise libraries and their services, and ultimately impact on university outcomes (Auckland 2012;Frank et al 2001;Streatfield, Allen, and Wilson 2010).…”

“…As mentioned above, the delivery of library services to research students is not new (Barrett 2005;Cooke et al 2011;Frank et al 2001;Gratch and York 1991;Harrington 2009;Harris 2011;Lee 2004;Moncrieff, Macauley, and Epps 2007;Robertson 2003;Nimon 2002). Yet contrary to the trend of disintermediation (do-it-yourself), the provision of candidate-specific training has increased (Green and Macauley 2007;Jastram and Zawistoski 2008;Korobili, Malliari, and Zapounidou 2011), as has the research on the topic.…”

“…The very nature of individual research consultations contributes to their success for meeting requesters' information needs: relevancy, specificity, depth, and delivery at a time that suits (Yi 2003). Upon request, researchers can discuss their own research projects or their specific information needs with information professionals who provide customised, nuanced advice and individualised training at the point of need (Attebury, Sprague, and Young 2009;Avery, Hahn, and Zilic 2008;Cardwell, Furlong, and O'Keeffe 2001;Donham and Green 2004;Frank et al 2001;Gratch and York 1991;Jastram and Zawistoski 2008;Lee 2004;Magi and Mardeusz 2013;Reinsfelder 2012;Robertson 2003;Rothstein 1990;Warburton 2012;Yi 2003).…”

Developing librarians as teachers: A study of their pedagogical knowledge

“…This paper is based on an unpublished dissertation, which provides further details of the study, including the research instruments and data collected (Cox, 2007). Feather and Sturges (2003:624) describe the subject librarian as 'a librarian with special knowledge of, and responsibility for, a particular subject or subjects', but this definition fails to reflect the strong user/customer focus that pervades current literature and has inspired alternative titles for the role, such as information consultant (Donham and Green, 2004;Frank et al, 2001), liaison librarian (Hardy and Corrall, 2007;Pinfield, 2001) and learning advisor (Biddiscombe, 2002;Pinfield, 2001).…”

The Virtual Library Liaison: A Case Study at an Online University

“…Stoddart et al (2006), in offering practical advice for new liaison librarians, conclude, "Ultimately, liaison activities should reinforce goals like team building, open discussion, camaraderie, and life-long relationships" (p. 426). Some authors advise that the librarian serve as a consultant in order to develop relationships with faculty (Donham & Green, 2004;Frank, Raschke, Wood, & Yang, 2001). Frank et al (2001) state,…”