Purpose – This paper aims to develop a better understanding of student worker perceptions of academic libraries in an effort to improve student worker training, position structure and, ultimately, their perceptions of the library. The value of student reference assistants extends well beyond the completion of assigned library tasks. Specifically, student reference assistants can be important community voices and advocates for academic libraries, spreading, by word-of-mouth, the kinds of library services available to students and their relevance to the academic community. Consequently, it is essential to gain an understanding of how student workers perceive the academic library as a result of their employment. Design/methodology/approach – This paper uses an informal, anonymous online survey of student reference assistants to gather information on student worker perceptions of the library. Questions focus on student workers’ understanding of library services and resources as well as on the library’s mission and purpose. An analysis of student responses is provided in light of four “ideal” perceptions which the librarians hold for all students. Findings – Overall, student worker responses to the survey generally aligned with the ideal perceptions. However, misalignments suggest the need for training that focuses on the development of a broader understanding of the library’s role in the academic community. Practical implications – The paper can help academic librarians gain insight on how student workers understand the role of the library within the larger academic community and how positive student worker perceptions can be leveraged for outreach purposes. Originality/value – This paper examines an important aspect of student worker perception that has generally been overlooked in the literature.
This chapter details some of the different learning design models and collaboration styles that promote effective partnerships between classroom teachers and school librarians. It evaluates types of lesson designs that lend themselves most easily to teacher-librarian collaborative partnerships. It reviews partner and student activities that reflect on design elements of delivery and internalization of concepts and skills by students. The decision makers behind the technologies, those who engineer, program, record, demonstrate, and design the computing resources that are ubiquitous in learning today, are the architects for student learning. In these ways, collaborative partnerships between librarians and teachers of all grades and subjects can result in improved student performance.
PurposeThis article discusses the experiences of a university's business school in enhancing the preparation of undergraduates through the innovative design and delivery of Business Policy, the capstone course taken by all business students.Design/methodology/approachThe case discusses the proactive approaches taken to explicitly align efforts between thinking and doing, for both faculty course designers and student participants alike.FindingsTen strategic areas of innovation and improvement are identified and discussed as areas for individual course alignment as well as the impetus for college and university business program development and delivery.Practical implicationsThese innovations can be replicated by other institutions to enhance graduates' career preparation, pursue greater consistency with their organization's mission, develop external stakeholder engagement, and enhance internal collaboration with colleagues within the business school and across the university.Originality/valueThe unique value of this innovative and multifaceted approach was recognized by AACSB International, the elite accrediting agency for business schools, in several articles and at a conference on undergraduate program innovation.
This study investigated instances of the term "systems thinking" among the websites of the
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.