Advertisement

Intervening Conditions Inside and Outside Libraries in Order to Build Collaboration Between Teaching Faculty and Librarians in Education: Based on a Case Study of Earlham College

  • Tayo NagasawaEmail author
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 676)

Abstract

A recent massive higher educational reform has asked college and university libraries to review their services inclusive of these reforms. A constructive relationship between teaching faculty and librarians was recognised as contributing to the success of information literacy initiative and information literacy instruction. The purpose of this paper is to explore the research question, “what are the intervening conditions in library, institutional and social contexts which promote collaboration between teaching faculty and librarians,” based on a case study of Earlham College. The data, such as a literature review, archival records, interview data and observational data, were collected and analysed through a grounded theory approach. The results show that “leadership of library directors,” “librarians as instructors” and “librarians’ faculty status” are important factors in the library context. “Small community,” “flat hierarchy” and “teaching faculty as educators” were discovered as the important themes in the college context.

Keywords

Collaboration Faculty-librarian relationship Information literacy instruction Case study Grounded theory Earlham College 

Notes

Acknowledgements

The author would like to acknowledge people who supported this research, Dr. Ronald R. Powell, emeritus professor, School of Library and Information Science, Wayne State University, USA, for the first direction of this research. Sincere appreciation goes to (honorifics omitted) Lajmar Anderson, Neal Baker, Kate Blinn, Mary Bogue, Amy Bryant, Evan Ira Farber, Jeremy Garritano, Bob Johnstone, Thomas G. Kirk Jr., Christine Larson, Beth McMahon, Kathy Milar, Sara Penhale, Jane Pinzino, Kumiko Sato, Bob Southard, Nancy Taylor, Jane Tanner Terashima, Michael Thidman, Janet Wagner, and Susan Wise of Earlham College for their assistance in the field research. The author is also indebted to Thomas Hamm and Michele Riggs, Friends Collection and College Archives of Earlham College and reference librarians of Purdy Library, Wayne State University, Mie University Library and Nagasaki University Library for their assistance in collecting documents. The author would also like to acknowledge Professor Hiroshi Itsumura, Graduate School of Library, Information and Media Studies, University of Tsukuba, Japan, and Dr. Heidi Julien, Department of Library and Information Studies, Graduate School of Education, University at Buffalo, State University of New York, USA, for giving advice on my research and this paper.

This research was supported by the Grant-in-Aid for Scientific Research in 2004 and 2005, offered by the Japanese Society for the Promotion of Science (Research Project Number 16700239: Grant-in Aid for Young Scientists B).

References

  1. 1.
    Julien, H., Pecoskie, J.: Librarians’ experiences of the teaching role: grounded in campus relationship. Libr. Inf. Sci. Res. 31(3), 149–154 (2009)CrossRefGoogle Scholar
  2. 2.
    Shane, J.M.Y.: Formal and informal structures for collaboration on a campus-wide information literacy program. Resour. Sharing Inf. Netw. 17(1/2), 85–110 (2004)CrossRefGoogle Scholar
  3. 3.
    Black, C., Crest, S., Volland, M.: Building a successful information literacy infrastructure on the foundation of librarian-faculty collaboration. Res. Strat. 18, 215–225 (2001)CrossRefGoogle Scholar
  4. 4.
    Bruce, C.: Faculty-librarian partnerships in australian higher education: critical dimensions. Ref. Serv. Rev. 29(2), 106–115 (2001)CrossRefGoogle Scholar
  5. 5.
    Machin, A.I., Harding, A., Derbyshire, J.: Enhancing the student experience through effective collaboration. New Rev. Acad. Librarianship 15, 145–159 (2009)CrossRefGoogle Scholar
  6. 6.
    Amante, M.J., Extremeno, A., da Costa, A.F.: Modelling variables that contribute to faculty willingness to collaborate with librarians. J. Librarianship Inf. Sci. 45(2), 91–102 (2012)CrossRefGoogle Scholar
  7. 7.
    Phelps, S.F., Campbell, N.: Commitment and trust in librarian-faculty relationships: a systematic review of the literature. J. Acad. Librarianship 38(1), 13–19 (2012)CrossRefGoogle Scholar
  8. 8.
    Henry, J.: Academic library liaison programs: four case studies. Libr. Rev. 61(7), 485–496 (2012)CrossRefGoogle Scholar
  9. 9.
    Hardesty, L.: Faculty culture and bibliographic instruction: an exploratory analysis. Libr. Trends 44(2), 339–367 (1995)Google Scholar
  10. 10.
    Julien, H., Given, L.: Faculty-librarian relationships in the information literacy context. Can. J. Inf. Libr. Sci. 27(3), 65–87 (2003)Google Scholar
  11. 11.
    Ducas, A.M., Michaud-Oystryk, N.: Toward a new enterprise: capitalizing on the faculty-librarian partnership. Coll. Res. Libr. 64(1), 55–74 (2003)CrossRefGoogle Scholar
  12. 12.
    Nagasawa, T.: Librarians’ approaches to developing nodal points in order to build collaboration between faculty members and librarians in education. J. Jpn. Soc. Libr. Inf. Sci. 58(1), 18–34 (2012) (In Japanese)Google Scholar
  13. 13.
    Nagasawa, T.: Customized learning support services in order to build collaboration between faculty members and librarians in education. J. Jpn. Soc. Libr. Inf. Sci. 58(4), 185–201 (2012) (In Japanese)Google Scholar
  14. 14.
    Nagasawa, T.: Instructional support services to faculty members in order to build collaboration between faculty members and librarians in education: based on a case study of Earlham college. Libr. World 67(4), 228–243 (2015) (In Japanese)Google Scholar
  15. 15.
    Merriam, S.B.: Qualitative Research and Case Study Applications in Education. Jossey-Bass, San Francisco (1998)Google Scholar
  16. 16.
    Hardesty, L., Hastreiter, J., Henderson, D. (eds.): Bibliographic Instruction in Practice: A Tribute to the Legacy of Evan Ira Farber. Pierian Press, Ann Arbor (1993)Google Scholar
  17. 17.
    Grassian, E.S., Kaplowitz, J.R.: Information literacy instruction. In: Bates, M.J., Maack, M.N. (eds.) Encyclopedia of Library and Information Sciences, 3rd edn, pp. 2429–2444. CRC Press, Boca Raton (2010)Google Scholar
  18. 18.
    Strauss, A., Corbin, J.: Basics of Qualitative Research. Sage, London (1998)Google Scholar
  19. 19.
    College, E.: The Story of the College, 1847–1962. Earlham College Press, Richmond (1963)Google Scholar
  20. 20.
    Taylor, S.K.: An Examination of Course-Related Library Instruction Programs at Three Small Private Liberal Arts Colleges. Kansas State University, Manhattan (1991)Google Scholar
  21. 21.
    Ganz, D. (ed.): College Libraries and the Teaching/Learning Process: Selections from the Writings of Evan Ira Farber. Earlham College Press, Richmond (2007)Google Scholar
  22. 22.
    Julien, H., Tan, M., Merillat, S.: Instruction for information literacy in Canadian academic libraries: a longitudinal analysis of aims, methods, and success. Can. J. Inf. Libr. Sci. 37(2), 81–102 (2013)Google Scholar
  23. 23.
    Earlham College: The Earlham College Fact Book 2003. Earlham College, Richmond (2003)Google Scholar
  24. 24.
    Woolpy, J.H.: Information retrieval for introductory science courses. Am. Biol. Teach. 39(3), 162–164, 171 (1977)Google Scholar

Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  1. 1.Research Development OfficeUniversity Library, Mie UniversityTsuJapan

Personalised recommendations