Library-faculty collaboration : its obstacles and how to get around them Information literacy and its role in learning process, Kajaani, Finland 6.-7.2.2007 Hanna-Riina Aho Central Ostrobothnia University of Applied Sciences hanna-riina.aho@cou.fi Päivi Hollanti Finnish Virtual Polytechnic paivi.hollanti@amk.fi 7.2.2007

Contents Examples of exiting collaboration Results of the Yhtämatkaa (“Working Tandem”) study Why collaborate? What kind of collaboration is needed? Obstacles of collaboration Getting around obstacles: What can teaching staff do? What can library do? Success requires.. 7.2.2007

Examples of existing collaboration Teacher invites information specialist (or IS invites herself) to talk to students about information acquisition Teacher informs library beforehand about the written assignment topics. Library offers links to field-specific information sources, sometimes even to the sources of a particular assignment. Link to information sources, library etc. as part of online course Information acquisition, information literacy part of syllabus etc. 7.2.2007

Traditional roles are getting blurred: Teacher seeks and disseminates information Librarian teaches 7.2.2007

Results of the Yhtämatkaa (Working Tandem) Study Teaching staff interviewed in three polytechnics/universities of applied sciences (SAMK, TAMK, KPAMK) views on information literacy thoughts on possible library/faculty collaboration ” It [IL] is a central skill in professional learning and development..” Teaching staff want to collaborate, but biggest obstacles are lack of time and limited resources ”Our students are incredibly poor at finding information.” 7.2.2007

Results of the Yhtämatkaa (Working Tandem) Study It does not always come to mind: ”you really should be there more often, planning” - Library collaboration is often missed in syllabus work or the planning of study modules. ”They are like little chicks waiting with their beaks open for the teacher to provide them with a worm.” Experiencing or sharing? © Digital Vision Teaching staff have excellent skills on referencing and citing, but all need guidance on good quality internet sources. The work of the library and information specialist is not necessarily very familiar. 7.2.2007

Why collaborate? To enhance learning and improve its quality To share educational objectives > common goal! To provide students with good information management practices To enhance understanding between the professions To facilitate own work To develop own skills and knowledge To ensure appropriate use of library funds Collaboration is a path to critical thinking! 7.2.2007

What kind of collaboration is needed? Information literacy objectives should be part of syllabus and integrated to all teaching, not just as a separate course provided by library alone.  Every teacher is an information specialist! TEACHER Course objectives Information sources Learning evaluation (essential to learning!) LIBRARY IL objectives Information sources Information acquisition 7.2.2007

Obstacles of collaboration Attitude Time Lack of understanding of each other’s competencies Lack of understanding of each other’s needs Misconception that IL is something one adapts without having to be taught - ”that’s how we did it” Strong belief on motivation as deciding factor (pearls to pigs?) Professional conventions and cultures Conventions and culture of polytechnic and its institutes Culture of coping alone: Help is neither needed nor asked! 7.2.2007

Getting around obstacles: What can teaching staff do? Learn to use the library and its entire collection Show students the importance of information as part of professional expertise Recognise his/her own information needs Be curious Voice his/her needs and wishes to library Answer the questions asked by library Meet with librarians and communicate professionally Recognise his/her own responsibility in the teaching of information literacy .. 7.2.2007

Getting around obstacles: What can library do? Stop thinking US vs. THEM Meet with teachers, build relationships Communicate professionally Make library and its role more visible Show his/her know-how Answer needs, not assumed needs Collaborate with teaching staff in new ways Concentrate on teachers open for collaboration – do not force it! .. Respect your expertise! Come out of the library! 7.2.2007

Success requires.. Time Communication Caring Presence Shared collegiality Understanding of common objective 7.2.2007

Bibliography AMKIT Pedagogiikkaryhmä. Yhtämatkaa: Informaatiolukutaito haastaa opettajat ja informaatikot yhteistyöhön. Espoo: AMKIT-konsortio, 2006. Saatavissa: http://www.amkit.fi/download.php?a60516859b3859fb9108c34ad31e3955 Fiegen, Ann M. & Cherry, Bennett & Watson, Kathleen. Reflections on collaboration: learning outcomes and information litercy assessment in the business curriculum. Reference Services Review 30 (2002): 4, pp. 307-318. Available: http://www.emeraldinsight.com/10.1108/00907320210451295 Godwin, Peter. Making life easier for academics: how librarians can help staff wether the technological storm. Journal of eLiteracy 2 (2005): 2, pp. 68-79. Available: http://www.jelit.org/59/ Holtze, Terri L. 50+ ways to reach your faculty. Poster session presented at ACRL Conference in Denver, CO, 17.3.2001. Available: http://louisville.edu/~tlholt02/present/acrl2001.htm Kotter, Wade R. Bridging the great divide: improving relations between librarians and classroom fafulty. Journal of Academic Librarianship 25 (1999): 4, pp. 294-303. Available: http://dx.doi.org/10.1016/S0099-1333(99)80030-5 McGuinness, Claire. What faculty think: exploring the barriers to information literacy deveopment in undergraduate education. Journal of Academic Librarianship 32 (2006): 6, pp. 573-582. Available: http://dx.doi.org/10.1016/j.acalib.2006.06.002 Stevens, Christy R. Beyond preaching to the choir: information literacy, faculty outreach, and disciplnary journals. Journal of Academic Librarianship 2007 (in press). Available: http://dx.doi.org/10.1016/j.acalib.2006.08.009 Yang, Zheng Ye Lan. University faculty’s perception of a library liaison program: a case study. Journal of Academic Librarianship 26 (2000): 2, pp. 124-128. Available: http://dx.doi.org/10.1016/S0099-1333(99)00149-4 7.2.2007