Librarians outside the box

Quinlan, Neil; Hegarty, Nora

doi:10.1108/03074800610639021

Cited by 7 publications

(2 citation statements)

References 5 publications

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“…Diversification in academic libraries can be practiced in various forms. For example, embodying of information literacy tutorials in the curriculum (Kerr, 2010;Quanlan & Hegarty 2006), training via virtual library software, contributing to institutional record management process (Musembe, 2016), teaching in faculty curriculum, publishing support service for users, reference management citation support to users, dissemination of information via institutional digital repositories (Walton 2007), physical space planning (Ludwig & Starr 2005;Williams & Golden 2011), packaging of information for specific groups such as elderly users (Duizer, Robertson & Han, 2009) etc. are practiced according to need of the community.…”

Section: Literature Reviewmentioning

confidence: 99%

Product/Service diversification through direct, indirect and additional services: librarian’s perspective in Sri Lankan Universities

Arachchige

2020

Jnl Univ. Librarians Assoc. Sri Lanka

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In the prevailing competitive environment, libraries seem difficult to survive with traditional information services. Many of business organizations seem to practice multidimensional businesses and expand their profit potentials through diversification. Getting experience from business sector organizations, university libraries need to strategize the service delivery and retain the users through diversification of the product/service. Diversification can be implemented through innovation of directly related library services, indirectly related services and additional services probably not related to the typical library service but would be possible to provide by the library (out of the box). This paper investigates the Sri Lankan university librarians' perspective towards the implementation of such services in their libraries. The study also examines the possible barriers for the diversification. The paper involved the conceptual analysis and sample survey with library practitioners. Findings indicate that university libraries in Sri Lanka are providing diversity of services and have made many attempts to diversify them through 'direct library services', 'indirect library services' and 'additional services'. Relatively higher potential is shown with regard to directly and indirectly related services but the diversification through additional services indicated very low. The librarians face challenges for diversification stretching out through administrative factors, knowledge deficiencies, organizational environment and attitudinal issues of library managers.

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Section: Literature Reviewmentioning

confidence: 99%

Product/Service diversification through direct, indirect and additional services: librarian’s perspective in Sri Lankan Universities

Arachchige

2020

Jnl Univ. Librarians Assoc. Sri Lanka

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“…Some LIS authors have pointed the way towards different ways of instruction, including web-based instruction and virtual reference services, with a focus on user-centred and selfpaced learning, either as an alternative to, or complementary to, more traditional methods (Galvin, 2005;Matthew & Shroeder, 2006). Libraries have also been involved in training students and academic staff using virtual learning environments such as WebCT (Quinlan & Hegarty, 2006). Such services, however, also require library resources to create and to maintain.…”

Section: Why Is Information Literacy Not More Prevalent In Curricula?mentioning

confidence: 99%

The Opportunities for Specialist Academic Libraries to Integrate Information Literacy into Faculty Curricula

Coates¹

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<p>This research project sought to determine the opportunities for librarians in specialist academic libraries to integrate information literacy into faculty curricula. Information literacy is becoming recognized as increasingly important as a graduate competency by universities, and is a significant component of lifelong learning. The ability of librarians to collaborate with academic faculty staff in order to provide information literacy instruction to students is crucial. The researcher employed a qualitative methodology for the project, interviewing subject librarians who worked with faculty from two specialist academic libraries at the University of Auckland. The theoretical framework of the project was based on the works of Hardesty and Farber, when considering factors relating to librarian-faculty relationships, and of Owusu-Ansah and Grafstein, among others, on factors relating to information literacy. Analysis of data collected yielded results falling within three main areas. Subject librarians within the specialist academic libraries studied considered themselves to be highly accessible, being able to be contacted in person very easily by the academics whose subject discipline resources they administered. They also felt that they were visible, both within the libraries themselves, and within the wider faculty area within which the libraries were situated. The ability to employ information literacy components which were tailor-made for particular courses, grounded within specific subjects facilitated both lecturer and student buy-in. These three factors contribute to the inclusion which subject librarians in specialist academic libraries feel within a community involving all members of faculty, united by geographical location and subject discipline, and which greatly facilitates the integration of information literacy into curricula.</p>

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The subject librarian and the virtual learning environment

Corrall

Keates²

2011

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Purpose-The prevalence of virtual learning environments (VLEs) in higher education is well-documented and has been promoted in the UK by government-funded projects, but there has been little empirical research on the level of involvement of subject librarians with VLEs. The survey was designed to investigate how VLEs are affecting the work of subject librarians and to examine factors influencing their use in providing electronic information resources and developing information skills. Design/methodology/approach-A questionnaire was distributed electronically to a purposive sample of 132 subject librarians at seven UK universities. The instrument contained mainly closed specified-response questions with a few open questions and obtained a response rate of 43% (n=57). Findings-Use of VLEs by subject librarians varies both between and within institutions. Factors affecting this include the subject area, cooperation of academic staff and attitudes of librarians towards technology-based teaching. JISC-funded projects have enabled better use of VLEs through the creation of re-usable learning objects and development of pedagogical understanding and skills. Recognition by academic staff of the teaching role of subject librarians has a critical impact on their involvement with VLEs. Research limitations-The timeframe limited the scale of the study and size of the sample. The mainly quantitative approach limited the detail and depth of responses, but sufficient data were collected to establish broad trends, illuminate important factors and identify key issues. Originality/value-The study provides empirical evidence of how VLEs are affecting the day-today activities of subject librarians and suggests areas where further research would be valuable.

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Librarians outside the box

Cited by 7 publications

References 5 publications

Product/Service diversification through direct, indirect and additional services: librarian’s perspective in Sri Lankan Universities

Product/Service diversification through direct, indirect and additional services: librarian’s perspective in Sri Lankan Universities

The Opportunities for Specialist Academic Libraries to Integrate Information Literacy into Faculty Curricula

The subject librarian and the virtual learning environment

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