Teaching Centers, Libraries, and Benefits to Both

Warner, Joni; Seamans, Nancy H.

doi:10.1300/j121v17n01_04

Cited by 5 publications

(5 citation statements)

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“…Equally important qualities necessary for cooperation, including some intangibles, are "passion, persistence, playfulness, promotion, and project." 12 One might add to this sufficient time and effort. A collaborative program that is not given priority by those involved or lacks enthusiasm will likely fail before it even gets started.…”

Section: Ilds 2015 Istanbul: Robert a Seal October 3 2015 Page 7 Vmentioning

confidence: 99%

Resource sharing begins at home: opportunities for library partnerships on a university campus

Seal

2016

ILDS

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Abstract:Typical discussions of academic library resource sharing focus on activities between and among institutions: interlibrary loan, reciprocal borrowing, document delivery, group acquisitions, etc. But there is another equally important type of cooperation, i.e. working with other campus units to provide better service, more convenience, and enhanced resources for library users. Sometimes referred to as campus collaboration or convergence, this activity also advances institutional priorities, in particular that of student success. Library partners include information technology services, student development, writing centers, academic departments, and centers for teaching excellence, among others. This paper explores these relationships, their advantages and disadvantages, goals, the importance of assessment, project planning, etc. Types of collaboration are presented to illustrate the possibilities. The author concludes by encouraging cooperative activity of this nature, emphasizing the need to collaborate, not compete, with other campus units.

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Section: Ilds 2015 Istanbul: Robert a Seal October 3 2015 Page 7 Vmentioning

confidence: 99%

Resource sharing begins at home: opportunities for library partnerships on a university campus

Seal

2016

ILDS

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“…Since then, librarians have participated in programs offered by the Kaneb as customers (via customized workshops for librarians such as “How to get good classroom discussion”, customized reading groups, and campus‐wide programming); as participants (through a research grant provided by the Kaneb for a study on “the effect of course‐based library instruction on the acquisition of research skills and the development of lifelong learning habits”); and as providers (through library participation in seminar courses for new students and teaching assistants). The authors note that one of the main benefits of the library's involvement with the Kaneb is that by doing so, “librarians are placing themselves at the center or heart of the campus teaching culture” (Warner and Seamans, 2004).…”

Section: Libraries and Centers For Teaching And Learningmentioning

confidence: 99%

“…But the authors also note that, surprisingly, collaborations between the Virginia Tech Libraries and CEUT have resulted in “a subtle shift in the way librarians are viewed by their colleagues around the university. There is an increased sense of the librarians as peers” (Warner and Seamans, 2004).…”

Section: Libraries and Centers For Teaching And Learningmentioning

confidence: 99%

Library participation in a campus‐wide teaching program

Hoseth

2009

Reference Services Review

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PurposeThe purpose of this paper is to chronicle the participation of the Colorado State University Libraries in a campus‐wide teaching program sponsored by the campus center for teaching and learning, and discusses the opportunities provided by such participation for academic librarians in general.Design/methodology/approachThe author uses a case study approach to explore one academic library's participation in a campus‐wide teaching program sponsored by the institution's center for teaching and learning. The aim of the article is to demonstrate how the program works, and to discuss the potential for similar programs at other libraries.FindingsThe library's participation in a campus‐wide teaching program has strengthened ties with the campus center for teaching and learning; improved the instructional skills and knowledge of faculty and professional staff; and highlighted the importance of teaching and learning within the library.Practical implicationsThe author presents a blueprint for instructional collaboration with the campus center for teaching and learning, and suggests that such programs will greatly benefit reference and instruction librarians.Originality/valueThis article will benefit reference and instruction librarians who seek to improve their teaching skills. Relatively few articles have investigated collaborative relationships between libraries and centers for teaching and learning in which librarians participate as students.

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“…Today, as part of their job responsibilities, many librarians in colleges and universities teach (Bewick & Corrall, 2010;Davies-Hoffman, Alvarez, Costello, & Emerson, 2013). Despite librarians teaching for over 100 years, the past few decades have led to changes in the skills librarians instruct on and the type of educating librarians conduct (Walter, 2005;Warner & Seamans, 2004). Indeed, the teaching of information literacy skills is a main job requirement for many academic librarians (Houtman, 2010;Julien, Gross, & Latham, 2018).…”

mentioning

confidence: 99%

Academic Instruction Librarians’ Teacher Identity Development Through Participation in the Scholarship of Teaching and Learning

Hays

Studebaker

2019

ij-sotl

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Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians' teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians' teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations.

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Teaching Centers, Libraries, and Benefits to Both

Cited by 5 publications

References 1 publication

Resource sharing begins at home: opportunities for library partnerships on a university campus

Resource sharing begins at home: opportunities for library partnerships on a university campus

Library participation in a campus‐wide teaching program

Academic Instruction Librarians’ Teacher Identity Development Through Participation in the Scholarship of Teaching and Learning

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