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.
The functional profile of the social educator is based on the development of theoretical, technical and personal/relational skills, which should guide training courses organization. Assuming the shortcomings of a merely theoretical approach, besides a consistent preparation in theoretical and essential technical contents for socio-educational intervention, practice in context should be favoured as an opportunity to develop professional skills, together with a critical reflection on the functional profile. This study emerges from the need to reflect and rethink the internship, as well as how the respective supervision is developed, of the degree in social education at the School of Education of the Polytechnic Institute of Viseu, and it is based on the students' perceptions about the impact of the internship on personal development. This is a qualitative and exploratory study, using the documentary analysis of 50 final internship reports. From the content analysis, four categories emerged referring to gains in terms of acquiring and managing knowledge, development of technical skills, personal and relational development and reinforcement of professional identity. The importance given to personal and relational development should be noted (41.4% of mentions) taking into account its relevance in constructing a professional identity. Findings on the technical skills and on the increase of profession knowledge, also by mobilising theoretical training, positively reinforce the internship model that is based on a proximity supervision approach and on a dialogical perspective of the professional learning.
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