1. Library-faculty collaboration : its obstacles and how to get around them Information literacy and its role in learning process, Kajaani, Finland
Hanna-Riina Aho
Central Ostrobothnia University of Applied Sciences
Päivi Hollanti
Finnish Virtual Polytechnic

2. 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..

3. 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.

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

5. 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.”

6. 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. 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!

8. 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

9. 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!

10. 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 ..

11. 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!

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

13. Bibliography
AMKIT Pedagogiikkaryhmä. Yhtämatkaa: Informaatiolukutaito haastaa opettajat ja informaatikot yhteistyöhön. Espoo: AMKIT-konsortio, Saatavissa:
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 Available:
Godwin, Peter. Making life easier for academics: how librarians can help staff wether the technological storm. Journal of eLiteracy 2 (2005): 2, pp Available:
Holtze, Terri L. 50+ ways to reach your faculty. Poster session presented at ACRL Conference in Denver, CO, Available:
Kotter, Wade R. Bridging the great divide: improving relations between librarians and classroom fafulty. Journal of Academic Librarianship 25 (1999): 4, pp Available:
McGuinness, Claire. What faculty think: exploring the barriers to information literacy deveopment in undergraduate education. Journal of Academic Librarianship 32 (2006): 6, pp Available:
Stevens, Christy R. Beyond preaching to the choir: information literacy, faculty outreach, and disciplnary journals. Journal of Academic Librarianship 2007 (in press). Available:
Yang, Zheng Ye Lan. University faculty’s perception of a library liaison program: a case study. Journal of Academic Librarianship 26 (2000): 2, pp Available: