The academic library in the enterprise of colleges and universities: Toward a new paradigm

Owusu-Ansah, Edward K.

doi:10.1016/s0099-1333(01)00215-4

Cited by 30 publications

(7 citation statements)

References 38 publications

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“…Here we will ground our evaluations on the description of the personal competence of informational literacy presented by the American Association of Libraries (Owusu-Ansah, 2001). There it is stated that informational literacy is a personís ability to learn, which means that a person is familiar with the ways of the organization of information, is able to find the necessary information and knows how to use it; such person is ready for life-long learning, since he/she can always find information necessary for the performance of a certain task.…”

Section: Discussionmentioning

confidence: 99%

“…In this context, emphasis is placed on the educational (and learning) environments (LipinskienÎ, 2002;Prosser, Ramsden, 2003;Lea et al, 2003). Thus, attention is shifted to the library as a constituent part of the learning and educational environment of higher school (Jiao, Onwuegbuzie, 1999;Owusu-Ansah, 2001; Thompson et al, 2003;JuceviËienÎ, TautkeviËienÎ, 2004), which value, according to Owusu-Ansah (2001), stems from the higher schools aspiration to educate and train students who would be able to function in the society, and especially solve the problems that they may encounter. This means that the task of higher shools is to provide resources for research and learning, since specialists and scientists have to know how to find and to select suitable information to be able to answer the questions and solve the problems that may arise in a changing environment; in addition to that, they need to know how to satisfy their expectations in a world with steadily increasing amount of information.…”

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confidence: 99%

“…This new role cannot be presented as only a part of the aim or mission of the library. Here it must be emphasized that the specific situation of a library, as well as its aims in general, typical of such situation, must stem from the experience of higher education (Owusu-Ansah, 2001). This show that an academic library and, most importantly, its specialists as the experts in the access to global information, its evaluators, analyzers, and managers, have potential possibilities for educating future specialists.…”

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confidence: 99%

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Academic Library as the Space for the Development of Future Specialists’ Competence

Kardelienė

Kardelis

Bakutytė

2014

Discourse and Communication for Sustainable Education

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The article discloses the value of academic library. This value is deriving from the university purpose to prepare students to be able to deal with the increasing the flow of information in the society (Owusu ñ Ansah, 2001). Research was carried out in Utena University of applied science. First-year students (n = 140) made 48,3% of the sample, and third-year students (n = 150) ñ 51,7% of the investigated sample; males ñ 33,8% (n=98), and females ñ 66,2% (n=192). The conditions of academic library as student and future specialist empowered environment are validated: communicational, physical, pragmatic. The interpretation of research data disclosed that the academic library as learning environment and as environment which is empower the student to a professional qualification less or more improve future specialist professional, academically and as a personality. The future development of specialist competence effectiveness criteria can be considered as the nature of those experiences, which causes him to preparation for examinations and various settlements, preparation of projects and the search for the global academic community material created a topic of interest. The nature of experiences can reduce the educational impact of library. While improving learning environments are necessary to guide students with higher academic achievement and those who are spending more time in the library view.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Academic Library as the Space for the Development of Future Specialists’ Competence

Kardelienė

Kardelis

Bakutytė

2014

Discourse and Communication for Sustainable Education

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“…“The educational role of the academic library [is] critical, making it incumbent on academic librarians to acknowledge that the academic library has arrived at the threshold of a new mission,” one scholar commented. “It is one that moves the academic library from a custodial role into a direct educational one” (Owusu‐Ansah, 2001). Given the educational role played by academic librarians, both within the library and across campus, then participation in programs such as Colorado State University's Master Teacher Initiative is essential to provide teaching librarians with the support that they need to fulfill their educational mission.…”

Section: Discussionmentioning

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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“…It is often said that librarians must be proactive in initiating dialogue with faculty members (Hardesty, 1995;Owusu-Ansah, 2001). It is sometimes also said that faculty themselves have a responsibility to form partnerships with library staff as information professionals to solve student information illiteracy (Kempcke, 2002;Sult & Mills, 2006).…”

Section: Faculty Culture and Library Relationsmentioning

confidence: 99%

The Opportunities for Specialist Academic Libraries to Integrate Information Literacy into Faculty Curricula

Coates¹

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<p>This research project sought to determine the opportunities for librarians in specialist academic libraries to integrate information literacy into faculty curricula. Information literacy is becoming recognized as increasingly important as a graduate competency by universities, and is a significant component of lifelong learning. The ability of librarians to collaborate with academic faculty staff in order to provide information literacy instruction to students is crucial. The researcher employed a qualitative methodology for the project, interviewing subject librarians who worked with faculty from two specialist academic libraries at the University of Auckland. The theoretical framework of the project was based on the works of Hardesty and Farber, when considering factors relating to librarian-faculty relationships, and of Owusu-Ansah and Grafstein, among others, on factors relating to information literacy. Analysis of data collected yielded results falling within three main areas. Subject librarians within the specialist academic libraries studied considered themselves to be highly accessible, being able to be contacted in person very easily by the academics whose subject discipline resources they administered. They also felt that they were visible, both within the libraries themselves, and within the wider faculty area within which the libraries were situated. The ability to employ information literacy components which were tailor-made for particular courses, grounded within specific subjects facilitated both lecturer and student buy-in. These three factors contribute to the inclusion which subject librarians in specialist academic libraries feel within a community involving all members of faculty, united by geographical location and subject discipline, and which greatly facilitates the integration of information literacy into curricula.</p>

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The academic library in the enterprise of colleges and universities: Toward a new paradigm

Cited by 30 publications

References 38 publications

Academic Library as the Space for the Development of Future Specialists’ Competence

Academic Library as the Space for the Development of Future Specialists’ Competence

Library participation in a campus‐wide teaching program

The Opportunities for Specialist Academic Libraries to Integrate Information Literacy into Faculty Curricula

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