LibGuides: Library Educational Services: Faculty Relations

Outreach

Badke, W. B. Badke (2005). "Can't Get No Respect: Helping Faculty to Understand the Educational Power of Information Literacy." The Reference Librarian, 43:89-90, 63-80.
ABSTRACT: While there is much discussion today about information literacy, proper implementation of it within university campuses is still a struggle, often due to the fact that librarians and teaching faculty have different “cultures” that create different priorities. Librarians focus more on process and faculty more on content, though the two are not mutually exclusive. Past attempts by librarians to collaborate with faculty to produce information literate students have had limited success. A bolder plan–to embed information literacy credit courses within existing departments–shows promise to avoid cultural conflict while creating a proper climate for collaboration.
Bales, J.G. (2015). "Making all the right moves for liaison engagement: A strategy for relating to faculty." College & Research Libraries News. 76 (10): 550-556.
Holtze, T. (2002). "100 Ways to Reach Your Faculty."
Tips/suggestions for: Meeting Your Faculty; Building Relationships; Communicating Professionally; Positioning the Library; Knowing your Stuff; Tailoring to Faculty Interests; and Collaborating with Faculty.

Peacemaker, B. et al. (2024). "Relationship Building Advice for Liaison Librarians: Putting it into Practice and Troubleshooting." Practical Academic Librarianship, 41(1):4-22.
ABSTRACT: Liaison librarians depend on communication and cooperation to be successful, so professional publications about liaison librarianship regularly include discussions of relationship building methods. As a department of experienced liaison librarians, we identified the relationship-building ideas from previous publications that were proactive in nature and had worked for us. Even though the advice has been helpful, we faced challenges or heard about challenges from other librarians when we discussed implementing the ideas. To improve on the published ideas, we have added tips for putting them into practice and answered troubleshooting questions based on our experiences. Adapting to and working around challenges are necessary parts of liaison librarian work that have not been as well-described in past publications.

Talking Points for Liaisons

8 Reasons Why Students Should Still Write Research Papers
How the research paper builds student skills in many areas. Should you need to persuade a faculty member to keep or assign one in a class.

Communication Techniques

Persuasion: Exerting Personal Influence
A handout from ACRL Immersion 2015. Includes Communication Strategies, Communication Tactics, and 6 Major Principles of Persuasion.
Sample Questions for Liaisons to Ask Faculty Members
Handout from Talking So Faculty Will Listen, Listening So Faculty Will Talk: Engagement Strategies for Library Liaisons, American Library Association 2017 Annual Conference, Chicago, Illinois, June 26, 2017. https://www.arl.org/resources/reimagining-the-library-liaison/

Collaborating With Faculty

Cheney, D. (2004). "Problem-based learning: Librarians as collaborators." portal: Libraries and the Academy. 4 (4): 495-508.
ABSTRACT: Problem-based learning (PBL) presents an opportunity for librarians and instructors to collaborate on designing learning experiences that will allow students to acquire information gathering skills as part of their subject curriculum. This article describes a pilot course that incorporated PBL in the School of Information Sciences and Technology (IST) First-Year Seminar (FYS). The focus was on using questions to solve problems, evaluating information resources, using appropriate research and information sources to answer a research question, and defining course expectations for information gathering. The process of how the instructor and librarian
worked to develop an appropriate learning experience, lessons learned, and the advantages of PBL are described.
Ducas, A. & Michaud-Oystryk, N. (2004). "Toward a new venture: Building partnerships with faculty." College & Research Libraries. 65(4): 334-348.
ABSTRACT: In spring 2000, the authors undertook a study to examine the extent of collaboration between librarians and faculty at the University of Manitoba and to identify the current and future roles of librarians. Two surveys were designed—one directed at faculty, the other at librarians. The current article reports the results of the librarian survey and presents some comparative data between the two surveys. This study demonstrates the extent to which their opinions intersect and examines the quality of the partnership. It measures the impact of the collaboration and describes areas where it could be enhanced and expanded. In addition, the study identifies new roles for librarians that would further enhance the partnership between faculty and librarians.
Gilbert, O.B.K. (2009) "Extending liaison collaboration: partnering with faculty in support of a student learning community." Reference Services Review, 37 (2): 131 - 142.
ABSTRACT: The purpose of this article is to describe the successful collaboration between faculty in Eastern Kentucky University Libraries and the University’s Occupational Therapy department in supporting a graduate student learning community, and the benefits of stepping outside of typical liaison activities to play an active role in this new educational paradigm.
Ivey, R. (2003). "Information Literacy: How Do Librarians and Academics Work in Partnership to Deliver Effective Learning Programs?." Australian Academic & Research Libraries, 34(2), 100-113.
ABSTRACT: This study investigated the working partnerships of librarians and academics in their efforts to develop students' information literacy at the University of Waikato, Hamilton, New Zealand. The study found that the effectiveness of information literacy programs depends on the teaching partners having a shared understanding of how information literacy is developed, and the provision of appropriate staffing resources to develop and deliver the programs. Effective communication and positive working relationships are some conditions that were found to be essential to the success of collaborative teaching partnerships, and strategies were identified for initiating, developing and sustaining those partnerships.
Kempcke, K. (2002). "The art of war for librarians: Academic culture, curriculum reform, and wisdom from Sun Tzu." portal: Libraries and the Academy. 2 (4): 529-551.
ABSTRACT: Any campuswide, organizational change has to address the academy culture found at an institution to be successful. In order for librarians to be effective in initiating information literacy or other educational reforms on campus, they must be seen as equals by faculty—as leaders in higher education, as scholars skilled in teaching, and as vital participants in the governance of their institutions. Failure to recognize the strength of the academy culture leads to failure of the initiative.
Machin, A.I., Harding, A. & Derbyshire, J. (2009). "Enhancing the student experience through effective collaboration: A case study." New Review of Academic Librarianship. 15: 145-159.
ABSTRACT: In the United Kingdom (UK), closer integration of public services is challenging professionals to work more collaboratively within and across their organizational and professional boundaries (Great Britain DOH 2000; Great Britain DFES 2003). Reflecting a move to more significantly include librarians in educational collaboration (Schulte and Sherwill-Navarro 2009), this paper provides insight into the development of an innovative health curriculum in which academic staff, together with library staff, have engaged in successful collaborative working on a range of health and social care professional programs. This successful partnership has, to date, enabled the theme of lifelong learning to be embedded into a complex, year one, interprofessional module entitled “Foundations of Learning and Collaborative Working” (Northumbria University 2007). Using the Symbolic Interactionist Framework for Collaboration (SIFC) (Machin 2009), a case study of the collaborative working process undertaken is presented and factors influencing the success of the venture are highlighted. Sharing our experience may help others seeking to collaborate in their own work setting.

Readings on Integrating IL

CONUL, Integrating Information Literacy into the Curriculum.
Although from a library group in Australia and New Zealand, this booklet contains informative case studies building IL into courses and majors.
Doskatsch, I. (2003). "Perceptions and perplexities of the faculty-librarian partnership: an Australian perspective." Reference Services Review. 31 (2): 111 - 121.
ABSTRACT: Many Australian universities have identified information literacy as a required graduate quality. As the scope of resources on which student learning is based expands, the definition of educator is broadening and requires the involvement of a range of non-academic professional staff in the educational process. Information literacy-related activities largely define the educative role of the librarian and forge faculty-librarian partnerships. The paper is based on the premise that collaboration between librarians and other educators is the key to the integration of information literacy within the total educational process. The author draws on both personal experience and that of Australian colleagues to examine the faculty-librarian relationship, explore the contentious territories of professional credibility and identity, and analyze changes in Australian higher education that impact on the educative roles of librarians.
Little, J, and Tuten, J. (2006). "Strategic Planning: First Steps in Sharing Information Literacy Goals with Faculty Across Disciplines," College & Undergraduate Libraries 13 (3): 113-123.
ABSTRACT: Grounded in a campus-wide strategic planning effort and funded through a campus-wide lottery-based grant, the library at a small state-supported institution began a year long initiative with the primary objective of familiarizing faculty with the concept of information literacy. All librarians facilitated a series of hands-on, discipline-based work-shops offered to faculty. The workshops served as the groundwork for the initial steps toward embedding information literacy concepts into the general education curriculum with the majority of classroom faculty participating in one of the workshops by the end of the academic year. This paper outlines the history and steps taken in the process.
Middle States Commission on Higher Education, (2003) "Developing Research & Communication Skills: Guidelines for IL in the Curriculum." FULL REPORT.
Report on integrating IL into the curriculum, IL learning outcomes and goals, and IL assessment.
Middle States Commission on Higher Education, (2003) "Developing Research & Communication Skills: Guidelines for IL in the Curriculum." EXECUTIVE SUMMARY.
Executive summary of the report above. Provides colleges and universities with suggestions for how they might develop and implement a mission-driven approach to integrating IL across the curriculum.

Smith, F.L., & Mundt, K.E. (2010). Philosophical shift: Teach the faculty to teach information literacy [White paper]. American Library Association.
ABSTRACT: Integrating information literacy throughout the undergraduate curriculum is limited as long as librarians insist on doing the instruction themselves, because staffing is inadequate to support full-fledged, integrated instruction programs. Instead, librarians should train and assist the faculty to teach information literacy in their courses. Essential elements which will enable faculty to embrace and teach information literacy include: faculty recognition of information literacy as a core component of undergraduate instruction; adequate training for faculty in the use of information systems and services; adequate education of faculty in techniques and activities that can be used to develop student information literacy; librarian committment to a focus on faculty development and collaboration; and development of the library as a physical and virtual learning environment. A "teach the teacher" approach provides a realistic way of reaching more students in more courses.

Saying No/Pushing Back

McCartin, L. F., & Wright-Mair, R. (2022). It's Not Personal, It's Professional: Causes of Academic Librarian Deference Behavior. The Journal of Academic Librarianship, 48(1), 102483.
ABSTRACT: This mixed-methods study examined the experiences of academic librarians working in higher education, and explored how academic librarians act in response to disciplinary faculty colleagues. The study uncovers the historical context of the library profession, outlining how stereotypes of academic librarians began and how they continue to be destructive across the academy, especially to those in this profession. Even though academic librarians bring critical skillsets and vast experience to academe, findings indicate that academic librarians exhibit deference behavior when working with disciplinary faculty. This is because of existing perceptions they face that indicate they are solely in positions to support disciplinary faculty, and that disciplinary faculty are more esteemed because of credentials (i.e. doctorate), and academic rank and status. Implications for research and practice are outlined to further explore how academic institutions, and library education more broadly can help to dismantle the flawed and inherently problematic systems that contribute to deference behavior in academic librarians.
Nalani Meulemans, Y., & Carr, A. (2013). Not at your service: Building genuine faculty‐librarian partnerships. Reference Services Review, 41(1), 80-90.
ABSTRACT: The old relationship of librarians serving the faculty as research assistants is long gone. The purpose of this paper is to ask, how can librarians and faculty become genuine partners in student learning and move towards the common goal of getting students to think critically? The authors discuss the need for librarians to initiate more collaborative conversations with professors in order to establish true partnerships with them and go on to describe how they did this using a strikingly and alarmingly frank approach. Building on this foundation, the authors discuss the need to shift from a service orientation to a partnership in student learning.
Pashia, A., Seeber, K., & Noe, N. (2015). Just Say" No": Empowering Ourselves and Our Expertise. LOEX
Librarians also need to be cognizant that we cannot be all things to all people. Saying “yes” to every request might please those seeking our help, but it comes at the expense of recognizing our own agency as professionals
Wallis, L. M. (2015, May 12). Smash all the gates, part 2: Professional silenc*
Silence always has meaning. That’s the main idea behind Cheryl Glenn’s rhetoric of silence, which I want to explore here in terms of the culture of library instruction–how do we choose and use silence, how are we silenced, and how can we resist silencing?
White, A. (2023). Let "No" be "No": When Librarians Say "No" to Instruction Opportunities. In the Library with the Lead Pipe.
ABSTRACT: There has been more literature about academic librarians saying ‘no’ in the last decade than in previous time periods. However, much of the existing work discusses how academic librarians might say ‘no’ to optional activities, such as serving on an extra committee or taking on an additional research project. As budgets and staffing levels decrease but expectations and responsibilities increase, academic librarians may find themselves in the position of needing to say ‘no’ even to regular duties: this paper presents a review of the literature on when, why, and how librarians say ‘no’, drawing from work on vocational awe, service orientation and deference behavior, and criticism of the one-shot model. Additionally, the article will present findings from a survey describing the experiences of approximately 285 American and Canadian academic librarians with instruction responsibilities who have had to, imagine needing to, or never plan to say ‘no’ to instruction opportunities. The results examine whether personal and professional demographics, burnout, pedagogical concerns, and other factors impact if an instruction librarian is likely to ‘just say no.’