Can't Get No Respect: Helping Faculty to Understand the Educational Power of Information Literacy

Badke, William

doi:10.1300/j120v43n89_05

Cited by 55 publications

(42 citation statements)

References 8 publications

(3 reference statements)

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“…Librarians to the rescue." 27 In addition, respondents mentioned that they valued having their students learn about plagiarism, interlibrary loan, citing references, and Ask-a-Librarian services. One faculty member commented on the perils of foregoing library instruction: "I tried doing without this opportunity last semester when I had a group of .…”

Section: Faculty Satisfaction With Library Instruction and Suggestionmentioning

confidence: 99%

Framing a Strategy

Meer¹,

Perez-Stable²,

Sachs³

2012

Reference &Amp; User Services Quarterly

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Section: Faculty Satisfaction With Library Instruction and Suggestionmentioning

confidence: 99%

Framing a Strategy

Meer¹,

Perez-Stable²,

Sachs³

2012

Reference &Amp; User Services Quarterly

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“…79 On the other hand, some have suggested that the emphasis disciplinary faculty place on maintaining control of their courses may make them reluctant to allow "librarians to encroach into faculty held territory," even for a brief period. 80 Analysis using the Political frame shows that the dynamics discussed in this section are the natural outgrowths of institutional life. Therefore, the responsibility for these dynamics also rest with administrators who can increase librarians' capacity through the provision of marketable services, such as repositories.…”

Section: Framing Librarianship In the Academy 399mentioning

confidence: 96%

Framing Librarianship in the Academy: An Analysis Using Bolman and Deal’s Model of Organizations

Fleming-May

Douglass²

2014

CRL

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Since the earliest days of the profession, academic librarians have attempted to reconcile their status within the academy. This project takes a new approach to this effort by using Lee Bolman and Terrence Deal’s “Four Frames” model to analyze the issues. To more closely examine the dynamics, tensions, and implications associated with librarians’ professional status within the academy, we discuss the role of the academic librarian in the context of each of Bolman and Deal’s frames: Structural, Human Resource, Political, and Symbolic. In this discussion, we demonstrate that librarians are positioned to address human resource (as defined by Bolman and Deal), political, and symbolic factors contributing to their status within the academy. Also, while we establish that the relationship between library faculty and disciplinary faculty plays a role in library faculty status, we conclude that library faculty status is constructed by a number of forces. We further conclude that many of the political and symbolic conditions experienced by librarians are rooted in structural and human resource factors controlled by upper-level administration in both libraries and the universities.

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“…Badke (2005) urges that librarians begin to think of information literacy as a discipline with many possible venues informed by subject matter in existing subject disciplines. The responses to this particular question are still far from the ideal model described by Badke which would consist of a core information literacy course within each major where it could be informed by the discipline involved.…”

Section: Higher Level Credit-bearing Classesmentioning

confidence: 99%

Academic Libraries and the Credit-Bearing Class: A Practical Approach

Burke¹

2012

Comminfolit

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Academic librarians are expanding their teaching roles and increasing numbers are involved in teaching information literacy by means of the credit-bearing class. Librarians at the Axinn Library at Hofstra University have been teaching credit-bearing classes since 2001. While doing research on the subject, the author found that the literature contained very little practical information concerning this important responsibility for academic librarians. In order to answer some questions that arose from Axinn librarians' experiences with credit-bearing classes, a survey was conducted using the Association of College and Research Libraries' Information Literacy Instruction's Discussion List as the study group. Among some of the topics surveyed were assessment, delivery method, embedded classes and retention.156

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Can't Get No Respect: Helping Faculty to Understand the Educational Power of Information Literacy

Cited by 55 publications

References 8 publications

Framing a Strategy

Framing a Strategy

Framing Librarianship in the Academy: An Analysis Using Bolman and Deal’s Model of Organizations

Academic Libraries and the Credit-Bearing Class: A Practical Approach

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