Librarian/Faculty Collaboration

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Librarian/Faculty Collaboration

LIBRARIAN/FACULTY COLLABORATION: POOLING OUR TALENTS & RESOURCES

Traditional

Librarian/Faculty projects

librarian faculty collaboration

librarian faculty instruction

“sponsored”

librarian faculty "information literacy"

librarian faculty "reference assistance"

librarian faculty "sponsored programs"*

Collaborative projects between

librarians and teaching faculty are

typically centered around instruction in

the use of library resources.

*Each segment of the pie chart represents the results of a

Google Scholar search May 2008

Regina Beard, Business Librarian

Taking Advantage of an

Opportunity

K-State Tilford Group Incentive Grants

facilitate collaborative teaching projects

and programs across campus.

The Tilford Group is comprised of

interdisciplinary faculty, administrators,

and students charged with

developing a multicultural

curriculum model to facilitate

the total K-State student

experience.

Grant funds used to:

• Host a two-day workshop

including an invited speaker

• Pay for publicity materials

• Pay for DVD production

• Pay library resources

Outcomes:

•Increased student

awareness

•Student-produced DVD


Librarian/Faculty Collaboration--Pooling

Our Talents and Leveraging Our Resources

to Provide Student Programming

Regina Beard, Business Librarian

K-State Libraries

While academic librarians are expected to reach out to faculty to promote library services,

specifically instruction in using library resources, less often does faculty think of working with

librarians on projects that may only tangentially relate to library use. Librarian/faculty

opportunities for non-instructional programming might take more time to identify and

implement, however, these types of projects are facilitated at K-State University, in part, by the

Tilford Incentive Grants. The grant program, sponsored by the Tilford Group (http://www.kstate.edu/tilford/),

was created to “encourage the infusion and assessment of the Tilford

multicultural competencies (found on the website) with the educational experiences of our [K-

State] students” and includes a component that not only

encourages collaboration but also provides an

opportunity for improving the dialogue between

teaching faculty and librarians.

The Workshop

The graph represents the results of several Google

Scholar searches and is meant to illustrate some

component of instruction or information literacy

programs that librarians are expected to participate in

versus the wider ranging programs that may or may not

have direct connection to the use of the library or its

resources but would benefit users as well as foster

collaboration.

The grant proposal included components that required active student participation in

classroom activities (Internet Journalism) and the completion of a substantive library research

assignment. The librarian acted primarily as consultant, resource person, grant editor, and

publicity person, in addition to sponsoring several workshop sessions. The Libraries’ graphic

design intern created the poster and postcards publicizing the event.

The collaborative efforts of the business librarian and the faculty member resulted in a

workshop targeted to student journalists, featured a professional reporter whose presentations

included effective Internet search and resource evaluation techniques, a very natural expansion

of the research efforts students might undertake for scholarly research. The workshop

facilitator, investigative reporter Bill Dedman, conducted several sessions over the two-day


event. Topics included web research, writing/reporting, evaluating Internet sites and

information, and one-on-one sessions.

Outcomes

• Attendance at the library-hosted sessions was less than anticipated, although that might

have been due to some sessions being repeated.

• Grant guidelines required tangible evidence that the program achieved what it set out

to. In this case, the students produced a short DVD including interviews with the

workshop facilitator, subjects whose stories became part of the class assignments, and

student reaction to the assignments.

• Students achieved a greater of awareness of diversity issues and expressed an increased

sensitivity to differences: racial, sexual, religious, etc.

Sources—

The Tilford Group - http://www.k-state.edu/tilford/history.htm

Internet Journalism (student-produced DVD)

K-State Libraries Communications team

Regina M. Beard

Business Librarian

rmbeard@ksu.edu

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