Librarians as agents of change: Working with curriculum committees using change agency theory

Travis, Tiffini

doi:10.1002/tl.314

Cited by 26 publications

(20 citation statements)

References 19 publications

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“…28 Her observation echoes the same observations emphasized in Lubans' 1974 classic Educating the Library User. Librarians must work with faculty colleagues within the framework of integrated library instruction.…”

Section: Resultssupporting

confidence: 71%

Library and Informatics Skills Competencies Statements from Major Health Professional Associations

Eldredge

Morley

Hendrix

et al. 2012

Medical Reference Services Quarterly

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Every major health profession now provides competency statements for preparing new members for their respective professions. These competency statements normally include expectations for training health professions students in library/informatics skills. For purposes of this article, searches were conducted using various sources to produce a comprehensive 32-page Compendium that inventories library/informatics-related competency statements. This compendium should aid readers in integrating their library/informatics skills training into various health professions education curricula.

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Section: Resultssupporting

confidence: 71%

Library and Informatics Skills Competencies Statements from Major Health Professional Associations

Eldredge

Morley

Hendrix

et al. 2012

Medical Reference Services Quarterly

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“…Effective collaboration between librarians and faculty should involve a shared vision, a mutual agreement on learning outcomes, and a participative process in curriculum planning and assessment activities to measure the success toward the achievement of IL goals. Curzon (2004), Travis (2008) and Brasley (2008) suggest that collaboration with faculty has been an ongoing process blended with different forms of IL instruction according to specific needs. Merging several features of collaboration we can identify several models: (a) The introduction model when students are taught basic IL competencies through one or two session presentation, or a "freshman seminars, orientations, first-year composition courses" (Curzon 2004, 38).…”

Section: Literature Reviewmentioning

confidence: 97%

Information Literacy Instruction and Assessment in a Community College: A Collaborative Design

Argüelles

2015

Community & Junior College Libraries

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This article describes practical steps taken in the planning of an integrated information literacy instruction linked to a course assignment for community health majors at Kingsborough Community College of the City University of New York. The library sessions integrated the Association of College and Research Libraries Framework for Information Literacy for Higher Education and were based on faculty-librarian collaboration. A course outline was designed to support a step by step course project. Tools to collect evidence of student learning were designed and adjustments to the course plan and activities were made based on those assessments. Suggestions for using these tools in an iterative design process are made.

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“…This concept of librarians as change agents is an emerging theme in the library (Pham & Tanner, 2014;Travis, 2008).…”

Section: Would Say the Biggest Challenge That We've Had Is The Factmentioning

confidence: 99%

Exploring the Complexity of Student Learning Outcome Assessment Practices Across Multiple Libraries

Ziegenfuss

Borrelli

2016

EBLIP

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Objectives -The purpose of this collaborative qualitative research project, initiated by the Greater Western Library Alliance (GWLA), was to explore how librarians were involved in the designing, implementing, assessing, and disseminating student learning outcomes (SLOs) in GWLA member academic libraries. The original objective of the research was to identify library evaluation/assessment practices at the different libraries to share and discuss by consortia members at a GWLA-sponsored Student Learning Assessment Symposium in 2013. However, findings raised new questions and areas to explore beyond student learning assessment, and additional research was continued by two of the GWLA collaborators after the Symposium. The purpose of this second phase of research was to explore the intersection of library and institutional contexts and academic library assessment practices.Methods -This qualitative research study involved a survey of librarians at 23 GWLA member libraries, about student learning assessment practices at their institutions. Twenty follow-up Evidence Based Library and Information Practice 2016, 11.2 10 interviews were also conducted to further describe and detail the assessment practices identified in the survey. Librarians with expertise in library instruction, assessment, and evaluation, either volunteered or were designated by their Dean or Director, to respond to the survey and participate in the interviews. Interview data were analyzed by seven librarians, across six different GWLA libraries, using constant comparison methods (Strauss & Corbin, 2014). Emerging themes were used to plan a GWLA member Symposium. Based on unexpected findings, after the Symposium, two GWLA researchers continued the analysis using a grounded theory methodology to re-examine the data and uncover categorical relationships and conceptual coding, and to explore data alignment to theoretical possibilities.Results -Seventeen categories and five themes emerged from the interview data and were used to create a 3-part framework for describing and explaining library SLO assessment practices. The themes were used to plan the GWLA Assessment Symposium. Through additional qualitative grounded theory data analysis, researchers also identified a core variable, and data were reevaluated to verify an alignment to Engeström's Activity and Expansion Theories (Engeström, 2001(Engeström, , 2004. Conclusions -The findings of this multi-phased qualitative study discovered how contextual, structural, and organizational factors can influence how libraries interact and communicate with college departments, and the larger institution about student learning outcomes and assessment. Viewing library and campus interaction through the activity theory lens can demonstrate how particular factors might influence library collaboration and interaction on campuses. Institutional contexts and cultures, campus-wide academic priorities, leadership at the library level, and changing roles of librarians were all themes that emerged from this study t...

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Librarians as agents of change: Working with curriculum committees using change agency theory

Cited by 26 publications

References 19 publications

Library and Informatics Skills Competencies Statements from Major Health Professional Associations

Library and Informatics Skills Competencies Statements from Major Health Professional Associations

Information Literacy Instruction and Assessment in a Community College: A Collaborative Design

Exploring the Complexity of Student Learning Outcome Assessment Practices Across Multiple Libraries

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